The impact of reading strategy instruction on struggling English language learners.
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TextDescription: 139 pISBN: 0493536418Subject(s): Education, Reading | 0535Dissertation note: Thesis (Ed.D.)--University of California, Los Angeles, 2002. Summary: The intent of this study was to find ways to support English Language Learners, especially the students who are struggling with reading as they matriculate into the upper elementary grades. Teaching students learning strategies to help them become more self-regulated and responsible for their own learning seemed to hold promise. Research had demonstrated a positive link between the explicit teaching of learning strategies and improved self-regulation and achievement. My study set out to explore whether teaching learning strategies is an effective method for supporting English Language Learners and to investigate the impact of the instruction on the students.Summary: Data were collected and analyzed from the interviews, observations, assessments, work samples, and journal entries of nine students in an after school reading class in order to answer the question, “How does a reading program, infused with the teaching of learning strategies, impact struggling English Language Learners?” Several things emerge from the various forms of data: (1) Comprehension scores went up for all of the students. (2) Students started with a limited repertoire of strategies but through instruction became more aware of various strategic actions they could take when they did not understand the text. (3) Positive feelings about reading were increased. (4) Summarizing and clarifying were perceived as the most useful strategies though perception and actual use were not the same. (5) Lack of progress was related to not using the strategies during independent work and not perceiving the need to take strategic action.Summary: My study showed that instruction in strategies, particularly reading comprehension strategies, is an effective way to support English Language Learners who are struggling with reading. Students learned to be more aware of their thinking and this knowledge led to using a wider variety of strategies. Through instruction, comprehension scores increased, students were more positive about reading, and students had increased self-efficacy in regard to their skill as readers.
Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0130.
Chair: Merlin C. Wittrock.
Thesis (Ed.D.)--University of California, Los Angeles, 2002.
The intent of this study was to find ways to support English Language Learners, especially the students who are struggling with reading as they matriculate into the upper elementary grades. Teaching students learning strategies to help them become more self-regulated and responsible for their own learning seemed to hold promise. Research had demonstrated a positive link between the explicit teaching of learning strategies and improved self-regulation and achievement. My study set out to explore whether teaching learning strategies is an effective method for supporting English Language Learners and to investigate the impact of the instruction on the students.
Data were collected and analyzed from the interviews, observations, assessments, work samples, and journal entries of nine students in an after school reading class in order to answer the question, “How does a reading program, infused with the teaching of learning strategies, impact struggling English Language Learners?” Several things emerge from the various forms of data: (1) Comprehension scores went up for all of the students. (2) Students started with a limited repertoire of strategies but through instruction became more aware of various strategic actions they could take when they did not understand the text. (3) Positive feelings about reading were increased. (4) Summarizing and clarifying were perceived as the most useful strategies though perception and actual use were not the same. (5) Lack of progress was related to not using the strategies during independent work and not perceiving the need to take strategic action.
My study showed that instruction in strategies, particularly reading comprehension strategies, is an effective way to support English Language Learners who are struggling with reading. Students learned to be more aware of their thinking and this knowledge led to using a wider variety of strategies. Through instruction, comprehension scores increased, students were more positive about reading, and students had increased self-efficacy in regard to their skill as readers.
School code: 0031.
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